ERIC ED613309: Factors That Affect Grade Nine Students in a Pakistan International School in Saudi Arabia

2021·0.7 MB·English

by  ERIC

Factors That Affect Grade Nine Students
in a Pakistan International School in Saudi Arabia

2021

Marion Terry Amjad Malik
Professor Professor
Brandon University University College of the North
Brandon, Canada Thompson, Canada

Khawar Hussain
Principal
Pakistan International School Al-Jubail
Al-Jubail, Saudi Arabia

Keywords: video games, video games effects, text messaging, cell phones, adolescence,
teenagers, academic performance, school performance, school grades

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Factors That Affect Grade Nine Students
in a Pakistan International School in Saudi Arabia

Marion Terry Amjad Malik
Professor Associate Professor
Brandon University University College of the North
Brandon, Canada Thompson, Canada

Khawar Hussain
Principal
Pakistan International School Al-Jubail
Al-Jubail, Saudi Arabia

Abstract

In response to concerns expressed by educational professionals, the researchers developed a
quantitative Likert-scale survey to examine the relationships between academic performance
(defined as final marks) and recreational video gaming and texting. Questions about video
gaming and texting were included with other questions about social relations, extra-curricular
activities, and leisure-time activities. The focus for inquiry was a Pakistan International School in
Saudi Arabia. Complete data sets were obtained for 36 grade 9 students, based on anonymized
school records and questionnaire responses. The researchers determined Spearman rho
correlations with calculations of two-tailed probability of error. Non-educational video gaming
correlated with self-concept, school experiences, relationships with peers, and other non-
academic activities. Recreational texting also correlated with self-concept, school experiences,
relationships with peers, and other non-academic activities. In this report, the results are
collated into 17 tables that reveal coefficients ranging from moderate to perfect, based on
correlating 142 pairs of variables concerning the following factors separated by gender: video
games, texting, school, self-concept, peers, parents, and non-academic activities other than
playing video games and texting. In consideration of their findings, the researchers recommend
that school professionals advise parents and students of the negative effects of playing video
games and texting excessively.

Keywords: video games, video games effects, text messaging, cell phones, adolescence,
teenagers, academic performance, school performance, school grades

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Introduction

We initiated the study in response to educational professionals’ concerns over the effects of
non-educational video gaming and texting on students’ school performance. They wanted to
refer to research findings when they advised parents and school staff to monitor children’s video
gaming and texting activities. This research follows a similar study conducted in Pakistan (see
Terry, Malik, & Chohan, 2020, ERIC Resources Information Center No. ED603620).

The research purpose was to examine the correlations between various factors and academic
performance in grade 9. The factors included social relations (e.g., friends), extra-curricular
activities (e.g., sports), and leisure-time activities (e.g., playing video games and texting).

Methodology

Research Participants

Complete sets of data were obtained for 36 grade 9 students in a Pakistan International School
in Saudi Arabia (25 boys and 11 girls).

Data Collection

Academic performance data consisted of the students’ final marks: percentage grades in
English, mathematics, science, and social studies.

Survey data consisted of the students’ answers to 29 questionnaire items: demographics, peer
relationships, extra-curricular activities, school activities, self-esteem, self-advocacy, video
games, and texting. (See the Appendix).

Data Analysis

We used Spearman rho calculations to determine the correlations. Correlational research
requires a minimum of 30 research subjects to produce statistically significant correlations.
Separating the 36 grade 9 students by gender created data sets of 25 males and 11 females,
which was important in order to test the assumption that “boys play video games, but girls text”
– as conveyed to us by school professionals, parents, and other adults in the general
community.

The following classifications reflect the relative strength of the 143 correlations chosen for this
report.
coefficients strength predictability
(+ or -) .300 to .399 moderate limited
(+ or -) .400 to .499 fair moderate
(+ or -) .500 to .599 good fair
(+ or -) .600 to .699 very good good
(+ or -) .700 to .799 excellent very good
(+ or -) .800 to .899 superior excellent
(+ or -) .900 to .999 almost perfect superior
(+ or -) 1.00 perfect absolute

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Results

Our correlations appear to warrant further investigation of the effects that non-educational video
gaming and texting have on grade nine adolescents. Non-educational video gaming correlated
with self-concept, school experiences, relationships with peers, and other non-academic
activities. Recreational texting also correlated with self-concept, school experiences,
relationships with peers, and other non-academic activities.

The following tables summarize the gender-separated correlations ranging from fair to perfect.
When correlations overlap between categories, the first category listed contains the correlation
that would otherwise be included in the second category. For example, the correlations for “time
spent playing video games + negative self-concept” appear in the “video games” category, and
are not repeated in the “self-concept” category.

Despite the small numbers of male and female research participants, we obtained correlations
with statistically significant two-tailed low probability of error: p <.01 or p <.05. These low
probabilities of error are indicated where relevant.

Males

Table 1 focuses on correlations concerning the number of hours that adolescent boys spend
playing video games. Time spent playing video games correlates positively with wanting a video
game club in school. It also correlates negatively with having friends who dropped out of school.

Table 1. Time Spent Playing Video Games

The more hours that adolescent boys spend playing video correlation coefficient
games . . . strength
video games
. . . the more they want a video game club in school. moderate +.333
peers
. . . the less they have friends who quit school. moderate -.301

Table 2 focuses on correlations concerning adolescent boys’ positive video game experiences.
Wanting a video game club in school correlates negatively with playing sports, and feeling hurt
when they are criticized.

Feeling good while playing video games correlates positively with having busy lives outside of
school. It correlates negatively with playing sports, and liking their teachers.

Feeling that video games are important correlates positively with liking other activities more than
school. It correlates negatively with feeling that other people are happier than they are.

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Table 2. Positive Video Game Experiences

The more adolescent boys want a video game club in school . . . correlation coefficient
strength
other non-academic activities
. . . the less frequently they play sports. moderate -.328
self-concept
. . . the less hurt they feel by criticism. moderate -.330

The better adolescent boys feel while they play video games . . . correlation coefficient
strength
other non-academic activities
. . . the busier they are outside of school. fair +.411 *
. . . the less frequently they play sports. fair +.418 *
school
. . . the less they like their teachers. moderate -.361

The more importance that adolescent boys attach to playing correlation coefficient
video games . . . strength
other non-academic activities
. . . the more they like other activities more than school. moderate +.321
self-concept
. . . the less they feel that other people are happier. good -.546 **

* Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).

Table 3 focuses on correlations concerning adolescent boys’ negative video game experiences.
Thinking that they play video games too much correlates negatively with playing sports. It
correlates positively with feeling that they “mess up” everything, and falling behind in their
school assignments.

Lying about how much they play video games correlates negatively with time spent texting, and
feeling good in a classroom. It correlates positively with liking other activities more than school,
and feeling sleepy in school.

Being told that they play video games too much correlates positively with liking other activities
more than school. It correlates negatively with feeling hurt when they are criticized, earning high
marks in school, and being told by teachers that they have a good attitude toward school.

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Table 3. Negative Video Game Experiences

The more adolescent boys think that they spend too much time correlation coefficient
playing video games . . . strength
other non-academic activities
. . . the less frequently they play sports. moderate -.387
self-concept
. . . the more they feel that they “mess up” everything. moderate +.305
school
. . . the more they fall behind in their assignments. moderate +.389

The more adolescent boys lie about much time they spend correlation coefficient
playing video games . . . strength
texting
. . . the fewer hours they spend texting each day. moderate -.310
other non-academic activities
. . . the more they like other activities more than school. moderate +.367
school
. . . the worse they feel in a classroom. moderate -.318
. . . the sleepier they feel in school moderate +.394

The more adolescent boys are told that they spend too much correlation coefficient
time playing video games . . . strength
other non-academic activities
. . . the more they like other activities more than school. fair +.415 *
self-concept
. . . the less hurt they feel by criticism. fair -.465 *
school
. . . the lower their marks are in school. moderate -.381
. . . the less teachers tell them that they have a good attitude. moderate -.321

* Correlation is significant at the 0.05 level (2-tailed).

Table 4 focuses on correlations concerning the number of hours that adolescent boys spend
texting. Time spent texting correlates positively with feeling that other people are happier than
they are.

Table 4. Time Spent Texting

The more hours that adolescent boys spend texting each day . . . correlation coefficient
strength
self-concept
. . . the more they feel that other people are happier. fair +.410 *

* Correlation is significant at the 0.05 level (2-tailed).

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Table 5 focuses on correlations concerning adolescent boys’ positive texting experiences.
Feeling that texting is important correlates negatively with feeling hurt when they are criticized.

Enjoying texting with their friends correlates positively with having busy lives outside of school. It
correlates negatively with feeling hurt when they are criticized.

Table 5. Positive Texting Experiences

The more importance that adolescent boys attach to texting . . . correlation coefficient
strength
self-concept
. . . the less they feel hurt by criticism. fair -.450 *

The more adolescent boys enjoy texting with their friends . . . correlation coefficient
strength
other non-academic activities
. . . the busier they are outside of school. moderate +.371
self-concept
. . . the less they feel hurt by criticism. moderate -.374

* Correlation is significant at the 0.05 level (2-tailed).

Table 6 focuses on correlations concerning adolescent boys’ negative texting experiences.
Thinking that they spend too much time texting correlates positively with liking other activities
more than school.

Lying about how much time they spend texting correlates positively with playing sports, having
friends who dropped out of school, feeling that they “mess up” everything, and falling behind in
their school assignments.

Being told that they spend too much time texting correlates positively with fearing rejection by
their friends, and feeling that other people are happier than they are. It correlates negatively with
feeling good in a classroom.

Table 6. Negative Texting Experiences

The more adolescent boys think that they spend too much time correlation coefficient
texting . . . strength
other non-academic activities
. . . the more they like other activities more than school. moderate +.392

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The more adolescent boys lie about how much time they spend correlation coefficient
texting . . . strength
other non-academic activities
. . . the more frequently they play sports. fair +.418
peers
. . . the more they have friends who quit school. fair +.429 *
self-concept
. . . the more they feel that they “mess up” everything. fair +.475 *
school
. . . the more they fall behind in their assignments. moderate +.382

The more adolescent boys are told that they spend too much correlation coefficient
time texting . . . strength
peers
. . . the more they fear being rejected by their friends. good +.537 **
self-concept
. . . the more they feel that other people are happier. fair +.384
school
. . . the worse they feel in a classroom. moderate -.307

* Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).

Table 7 focuses on the correlations concerning adolescent boys’ non-academic activities other
than playing video games and texting. Having busy lives outside of school correlates positively
with feeling that other people are happier than they are.

Liking other activities more than school correlates positively with feeling hurt when they are
criticized. It correlates negatively with feeling good in a classroom, and being told by teachers
that they have a good attitude toward school.

Playing sports correlates negatively with feeling that they “mess up” everything. It correlates
positively with earning high marks in school.

Table 7. Other Non-Academic Activities

The busier adolescent boys are outside of school . . . correlation coefficient
strength
self-concept
. . . the more they feel that other people are happier. moderate +.312

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The more adolescent boys like other activities more than school correlation coefficient
. . . strength
self-concept
. . . the more they feel hurt by criticism. moderate +.369
school
. . . the worse they feel in a classroom. moderate -.344
. . . the less teachers tell them that they have a good attitude. fair -.400 *

The more frequently adolescent boys play sports . . . correlation coefficient
strength
self-concept
. . . the less they feel that they “mess up” everything. moderate -.364
school
. . . the higher their marks are in school. moderate +.399 *

* Correlation is significant at the 0.05 level (2-tailed).

Table 8 focuses on correlations concerning adolescent boys’ negative peer relationships.
Having friends who dropped out of school correlates positively with feeling that they “mess up”
everything. It correlates negatively with earning high marks in school.

Fearing rejection by friends correlates positively with feeling that other people are happier than
they are, and feeling sleepy in school. It correlates negatively with feeling good in a classroom.

Table 8. Negative Peer Relationships

The more adolescent boys have friends who quit school . . . correlation coefficient
strength
self-concept
. . . the more they feel that they “mess up” everything. good +.501 *
school
. . . the lower their marks are in school. moderate -.444 *

The more adolescent boys fear being rejected by their friends . . . correlation coefficient
strength
self-concept
. . . the more they feel that other people are happier. moderate +.383
school
. . . the worse they feel in a classroom. moderate -.351
. . . the sleepier they are in school. moderate +.302

* Correlation is significant at the 0.05 level (2-tailed).

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Females

Table 9 focuses on correlations concerning the number of hours that adolescent girls spend
playing video games. Time spent playing video games correlates positively with feeling good
while playing video games, feeling that video games are important, thinking that they play too
much, lying about how much they play, and being told that they play too much. It also correlates
positively with having busy lives outside of school, liking other activities more than school,
playing sports, and having friends who dropped out of school. It correlates negatively with
feeling that other people are happier than they are, earning high marks in school, feeling good in
a classroom, and liking their teachers.

Table 9. Time Spent Playing Video Games

The more hours that adolescent girls spend playing video correlation coefficient
games each day . . . strength
video games
. . . the better they feel while playing video games. good +.553
. . . the more importance they attach to playing video games. good +.561
. . . the more they think that they play video games too much. good +.586
. . . the more they lie about how much they play video games. perfect +1.000 **
. . . the more they are told that they play video games too much. perfect +1.000 **

other non-academic activities
. . . the busier they are outside of school. fair +.428
. . . the more they like other activities more than school. moderate +.371
. . . the more frequently they play sports. fair +.478

peers
. . . the more they have friends who quit school. good +.516

self-concept
. . . the less they feel that other people are happier. good -.561

school
. . . the lower their marks are in school. fair -.401
. . . the worse they feel in a classroom. moderate -.332
. . . the less they like their teachers. moderate -.346

** Correlation is significant at the 0.01 level (2-tailed).

Table 10 focuses on correlations concerning adolescent girls’ positive video game experiences.
Wanting a video game club in school correlates negatively with having friends who dropped out
of school, fearing rejection by their friends, feeling that they “mess up” everything, feeling hurt
when they are criticized, and liking their teachers.

Feeling good while playing video games correlates positively with spending more time texting,
having busy lives outside of school, liking other activities more than school, and feeling sleepy in

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